ABSTRACT
In the previous chapters, we considered the contexts of learning and how, in certain learning contexts, the roles of the learner and the tutor are changing and how new learning approaches are characterized by the foregrounding and empowerment of the learner. At the same time, I have tried to highlight the potential benefits to be gained from allowing more creativity on the part of teachers and tutors and from the contribution of learners to the development of tools and content. Additionally, I have tried to set out some of the key design principles—as they are currently understood—involved in the design of effective, intuitive and engaging simulations and computer generated learning environments (CGLEs). Lastly, I have tried to give the reader a working sense of how the concept of learning theory informs our approaches to learning and education, and how theoretical, neurological and ethical considerations apply to new learning and CGLEs.
